TAILIEUCHUNG - MEDIA ADVOCACY WORKBOOK

Consider the implications of those final sentences: students who take courses on media, who learn about the human rights to free speech and free press, and who actively participate in student media organizations are more likely than their peers to believe that people who hold unpopular opinions have a right to express them –and that others have a right to hear them. This then suggests a relationship among students pro-actively learning about the media, students working on their own media outlet, and students’ respect and support for the rights of free expression and freedom of information for themselves and others | Media Advocacy Workbook THE HEALTH COMMUNICATION UNIT at The Centre for Health Promotion University of Toronto 100 College Street Room 213 The Banting Institute University of Toronto Toronto Ontario M5G1L5 Tel 416 978-0522 Fax 416 971-2443 Email chp hcu February 2000 ADDITIONAL COPIES COPYING PERMISSION This resource is available free of charge at our website http chp hcu . Copies are also available free for Ontario residents. Please see contact information below. The Health Communication Unit at the Centre for Health Promotion University of Toronto 100 College Street Room 21 3 The Banting Institute Toronto Ontario M5G 1L5 Tel 416 978-0522 Fax 416 971-2443 E-mail http chp hcu Permission to copy this resource is granted for educational purposes only. If you are reproducing in part please credit The Health Communication Unit at the Centre for Health Promotion University of Toronto. DISCLAIMER The Health Communication Unit and its resources and services are funded by the Ontario Ministry of Health and Long Term Care. The opinions and conclusions expressed in this paper are those of the author s and no official endorsement by the Ministry of Health and Long Term Care is intended or should be inferred. ACKNOWLEDGEMENTS THCU would like to acknowledge Lori Dorfman from the Berkely Media Studies Group Phil Wilbur from the Advocacy Institute and Linda Weiner from the Stanford Centre for Research in Disease Prevention whose work at media advocacy workshops in the past has contributed greatly to the content of this workbook. THCU would also like to acknowledge Jodi Thesenvitz Nancy Dubois Larry Hershfield and MediaDoc for their input and assistance in the development of this resource. Table of Contents Media Advocacy Workbook Overview of Media What is Media Advocacy .1 Differences Between Education Campaigns and Media Advocacy Shifting from an Individual Frame to a .

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